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176 • Herl<strong>in</strong>a Hartanto<br />

problems that they wanted to address <strong>in</strong> an adaptive and <strong>collaborative</strong><br />

manner. The problems were prioritised to make effective use <strong>of</strong> the limited<br />

resources available (Table 6-2).<br />

Table 6-2. Priorities identified by people’s organisations and local<br />

stakeholders<br />

Palawan<br />

1. Conflict over boundary <strong>of</strong> <strong>community</strong><br />

forest with neighbour<strong>in</strong>g Batak<br />

<strong>community</strong> forest<br />

Bukidnon<br />

1. Lack <strong>of</strong> alternative livelihood<br />

options<br />

2. Lack <strong>of</strong> support from barangay leaders<br />

to <strong>community</strong> forestry<br />

2. Lack <strong>of</strong> medic<strong>in</strong>e at barangay<br />

health center<br />

3. Low participation by PO and 3. Weak forest <strong>management</strong><br />

<strong>community</strong> members <strong>in</strong> forest<br />

<strong>management</strong><br />

4. Lack <strong>of</strong> alternative livelihood options 4. Poor local governance<br />

5. Government policies that h<strong>in</strong>der<br />

forest <strong>management</strong><br />

6. Lack <strong>of</strong> <strong>collaborative</strong> monitor<strong>in</strong>g<br />

system<br />

Formation <strong>of</strong> action learn<strong>in</strong>g teams<br />

In Palawan, the PO’s board <strong>of</strong> directors (five men and four women) decided,<br />

follow<strong>in</strong>g a facilitated consultation process, that they would be the ma<strong>in</strong><br />

group who would engage <strong>in</strong> every step <strong>of</strong> the ACM process. In Bukidnon,<br />

we proposed that the PO <strong>in</strong>vite other <strong>community</strong> groups and other barangay<br />

residents to participate <strong>in</strong> the process. The <strong>in</strong>terested participants then<br />

formed four groups <strong>of</strong> about 15 people each, based on their <strong>in</strong>terests; each<br />

was <strong>in</strong> charge <strong>of</strong> address<strong>in</strong>g one <strong>of</strong> the four prioritised issues.<br />

Throughout the project, the team also encouraged these action learn<strong>in</strong>g<br />

groups to identify other stakeholders who should be <strong>in</strong>vited to participate<br />

<strong>in</strong> the processes. To prevent dom<strong>in</strong>ation by more ‘powerful’ stakeholders,<br />

the team first attempted to strengthen the PO members’ confidence to deal<br />

with such stakeholders by improv<strong>in</strong>g their analytical and communication<br />

abilities. The learn<strong>in</strong>g processes were gradually expanded to <strong>in</strong>clude other<br />

stakeholders through multistakeholder discussion forums.

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